Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue 3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Specialists in Group Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
Listen
Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
Keywords: social and emotional learning; task groups; schools
Because humans are social beings, they spend a g.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Cooperative learning is an instructional approach where students work in groups to complete tasks and learn academically and socially from one another. Key elements for effective cooperative learning include positive interdependence among group members, individual accountability, interpersonal skills to work well in a group, and group processing to assess the effectiveness of the group. Research shows cooperative learning can improve academic performance, race relations, personal and social development when implemented properly with the right group structures and dynamics.
This document is a cover sheet for a primary education assignment submitted by Rachel Wishart. The assignment asks students to demonstrate their understanding of the values that underpin a teacher's role in ensuring a good and safe learning environment for children, with reference to Core Content Framework 7. Rachel Wishart will discuss how building effective relationships and motivating pupils intrinsically and extrinsically can achieve this. She will also set three targets for her personal development.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Cooperative learning is an instructional approach where students work in groups to complete tasks and learn academically and socially from one another. Key elements for effective cooperative learning include positive interdependence among group members, individual accountability, interpersonal skills to work well in a group, and group processing to assess the effectiveness of the group. Research shows cooperative learning can improve academic performance, race relations, personal and social development when implemented properly with the right group structures and dynamics.
This document is a cover sheet for a primary education assignment submitted by Rachel Wishart. The assignment asks students to demonstrate their understanding of the values that underpin a teacher's role in ensuring a good and safe learning environment for children, with reference to Core Content Framework 7. Rachel Wishart will discuss how building effective relationships and motivating pupils intrinsically and extrinsically can achieve this. She will also set three targets for her personal development.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
This document discusses and compares cooperative and collaborative learning. It begins by providing background on learning and the development of participatory learning approaches. It then defines cooperative learning as working in small groups toward a fixed target, with interdependence and individual accountability. Collaborative learning is similar but emphasizes social interaction, teamwork over individuals, and knowledge construction. Both aim for active student participation and task completion. While cooperative learning focuses on cognitive development, collaborative learning is based on social constructivism. The teacher plays a more directive role in cooperative learning versus non-directive in collaborative learning. Overall, the key similarities and differences between the two approaches are examined.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
The document discusses cooperative learning methods that can be used to develop both social and academic skills. It describes several cooperative learning methods in detail, including Group Investigation, Learning Together, and Reciprocal Teaching of Reading. These methods involve students working in small groups to help each other learn. Cooperative learning aims to replace competitive individual learning with group learning approaches. It allows students to learn from each other in a cooperative environment and helps develop skills like critical thinking.
This document discusses two theories of learning: problem-based learning (PBL) and self-determination theory (SDT). It provides details on each:
PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
When schools commit to promoting students' social-emotional learning, they engage stakeholders to create a safe, equitable environment where students can develop academic skills and behaviors needed for life success. Integrating social-emotional learning and academics enhances learning as it teaches students skills linked to cognitive development, allowing them to focus and engage fully in learning. Research shows social-emotional learning programs improve academic performance, graduation rates, and college attendance.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
Benefits in implementing a Social Emotional Skills ProgramJose Rios
Implementing a social/emotional skills program in schools would provide many benefits to students. It would help students develop important social and emotional skills to prevent future problems, build competence, and guide them to become well-balanced individuals. Regular lessons on social skills taught by teachers could be easily incorporated into the normal school day. Role playing activities allow students to practice appropriate behaviors and responses to different situations. Meeting regularly to choose skills and coordinate lessons ensures all students receive consistent instruction. While some students may need extra support, overall a social/emotional program can help students, improve behavior, and assist teachers.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document discusses cooperative learning and its benefits. It defines cooperative learning as having students work in small groups to discuss ideas and help each other learn. The document outlines several benefits of cooperative learning, including improving academic achievement, communication skills, self-esteem, and promoting positive race relations. It also describes the steps to implementing cooperative learning, including assigning group goals and roles. Some challenges are managing noise and conflicts, but with practice students can take more ownership. The conclusion is that cooperative learning improves student outcomes across domains as an effective teaching method.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working together in small groups to help each other learn. The document outlines several benefits of cooperative learning, including promoting academic achievement, developing social skills, and enhancing satisfaction with the learning experience. It also describes the steps to implementing cooperative learning, such as assigning group goals and roles. While cooperative learning has advantages, it also presents challenges like managing noise levels and assessing individual learning. Overall, the document advocates for cooperative learning as an effective teaching method.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working in small groups to help each other learn. When students work cooperatively, they learn important social skills like cooperation, compromise, and communication. The document also lists several steps to effective cooperative learning, including setting a group goal, assigning roles, working together, and evaluating their work. While cooperative learning has challenges like managing noise and conflicts, it can increase student achievement when implemented properly in any subject or grade level. Research shows cooperative learning promotes academic and social skills when groups are diverse and hold members accountable.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
Assignment 1 Dealing with Diversity in America from Reconstructi.docxdeanmtaylor1545
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is Monday at 9am Eastern time, Jan. 21. But, due to the King holiday, no late penalty will be imposed if submitted by the end of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called ecree for doing writing assignments in many classes. We will be using the ecree program for doing our papers in this class. More instructions on this tool will be posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—in which you can take a pro or con position:
· Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows with the four parts below (see TIPS sheet and TEMPLATE also), handling these issues:
1. The position you choose —or something close to it—will be the thesis statement in your opening paragraph. [usually this is one paragraph with thesis statement being the last sentence of the paragraph.]
2. To support your position, use thre.
Assignment 1 Why are the originalraw data not readily us.docxdeanmtaylor1545
Assignment 1
:
Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.
Refer to Chapter 3 in the attached textbook:
Sharda, R., Delen, D., Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support 11E.
ISBN: 978-0-13-519201-6.
Discuss the process that generates the power of AI and discuss the differences between machine learning and deep learning.
Requirement:
****Separate document for each assignment.****
Minimum 300-350 words. Cover sheet, abstract, graphs, and references does not count.
Add references separately for each assignment question.
Double Spaced and APA 7th Edition Format
No plagiarized content please! Attach a plagiarized report.
Check for spelling and grammar mistakes!
$5 max. Please bid if you agree.
Assignment 2
:
What are the privacy issues with data mining? Do you think they are substantiated?
Refer to Chapter 4
in the attached textbook:
Sharda, R., Delen, D., Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support 11E.
ISBN: 978-0-13-519201-6.
Requirement:
****Separate document for each assignment.****
Minimum 300-350 words. Cover sheet, abstract, graphs, and references does not count.
Add references separately for each assignment question.
Double Spaced and APA 7th Edition Format
No plagiarized content please! Attach a plagiarized report.
Check for spelling and grammar mistakes!
$5 max. Please bid if you agree.
.
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1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
This document discusses and compares cooperative and collaborative learning. It begins by providing background on learning and the development of participatory learning approaches. It then defines cooperative learning as working in small groups toward a fixed target, with interdependence and individual accountability. Collaborative learning is similar but emphasizes social interaction, teamwork over individuals, and knowledge construction. Both aim for active student participation and task completion. While cooperative learning focuses on cognitive development, collaborative learning is based on social constructivism. The teacher plays a more directive role in cooperative learning versus non-directive in collaborative learning. Overall, the key similarities and differences between the two approaches are examined.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
The document discusses cooperative learning methods that can be used to develop both social and academic skills. It describes several cooperative learning methods in detail, including Group Investigation, Learning Together, and Reciprocal Teaching of Reading. These methods involve students working in small groups to help each other learn. Cooperative learning aims to replace competitive individual learning with group learning approaches. It allows students to learn from each other in a cooperative environment and helps develop skills like critical thinking.
This document discusses two theories of learning: problem-based learning (PBL) and self-determination theory (SDT). It provides details on each:
PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
When schools commit to promoting students' social-emotional learning, they engage stakeholders to create a safe, equitable environment where students can develop academic skills and behaviors needed for life success. Integrating social-emotional learning and academics enhances learning as it teaches students skills linked to cognitive development, allowing them to focus and engage fully in learning. Research shows social-emotional learning programs improve academic performance, graduation rates, and college attendance.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
Benefits in implementing a Social Emotional Skills ProgramJose Rios
Implementing a social/emotional skills program in schools would provide many benefits to students. It would help students develop important social and emotional skills to prevent future problems, build competence, and guide them to become well-balanced individuals. Regular lessons on social skills taught by teachers could be easily incorporated into the normal school day. Role playing activities allow students to practice appropriate behaviors and responses to different situations. Meeting regularly to choose skills and coordinate lessons ensures all students receive consistent instruction. While some students may need extra support, overall a social/emotional program can help students, improve behavior, and assist teachers.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document discusses cooperative learning and its benefits. It defines cooperative learning as having students work in small groups to discuss ideas and help each other learn. The document outlines several benefits of cooperative learning, including improving academic achievement, communication skills, self-esteem, and promoting positive race relations. It also describes the steps to implementing cooperative learning, including assigning group goals and roles. Some challenges are managing noise and conflicts, but with practice students can take more ownership. The conclusion is that cooperative learning improves student outcomes across domains as an effective teaching method.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working together in small groups to help each other learn. The document outlines several benefits of cooperative learning, including promoting academic achievement, developing social skills, and enhancing satisfaction with the learning experience. It also describes the steps to implementing cooperative learning, such as assigning group goals and roles. While cooperative learning has advantages, it also presents challenges like managing noise levels and assessing individual learning. Overall, the document advocates for cooperative learning as an effective teaching method.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working in small groups to help each other learn. When students work cooperatively, they learn important social skills like cooperation, compromise, and communication. The document also lists several steps to effective cooperative learning, including setting a group goal, assigning roles, working together, and evaluating their work. While cooperative learning has challenges like managing noise and conflicts, it can increase student achievement when implemented properly in any subject or grade level. Research shows cooperative learning promotes academic and social skills when groups are diverse and hold members accountable.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
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Assignment 1 Dealing with Diversity in America from Reconstructi.docxdeanmtaylor1545
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is Monday at 9am Eastern time, Jan. 21. But, due to the King holiday, no late penalty will be imposed if submitted by the end of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called ecree for doing writing assignments in many classes. We will be using the ecree program for doing our papers in this class. More instructions on this tool will be posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—in which you can take a pro or con position:
· Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows with the four parts below (see TIPS sheet and TEMPLATE also), handling these issues:
1. The position you choose —or something close to it—will be the thesis statement in your opening paragraph. [usually this is one paragraph with thesis statement being the last sentence of the paragraph.]
2. To support your position, use thre.
Assignment 1 Why are the originalraw data not readily us.docxdeanmtaylor1545
Assignment 1
:
Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.
Refer to Chapter 3 in the attached textbook:
Sharda, R., Delen, D., Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support 11E.
ISBN: 978-0-13-519201-6.
Discuss the process that generates the power of AI and discuss the differences between machine learning and deep learning.
Requirement:
****Separate document for each assignment.****
Minimum 300-350 words. Cover sheet, abstract, graphs, and references does not count.
Add references separately for each assignment question.
Double Spaced and APA 7th Edition Format
No plagiarized content please! Attach a plagiarized report.
Check for spelling and grammar mistakes!
$5 max. Please bid if you agree.
Assignment 2
:
What are the privacy issues with data mining? Do you think they are substantiated?
Refer to Chapter 4
in the attached textbook:
Sharda, R., Delen, D., Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support 11E.
ISBN: 978-0-13-519201-6.
Requirement:
****Separate document for each assignment.****
Minimum 300-350 words. Cover sheet, abstract, graphs, and references does not count.
Add references separately for each assignment question.
Double Spaced and APA 7th Edition Format
No plagiarized content please! Attach a plagiarized report.
Check for spelling and grammar mistakes!
$5 max. Please bid if you agree.
.
Assignment 1 Refer to the attached document and complete the .docxdeanmtaylor1545
Assignment 1
:
Refer to the attached document and complete the following sections from the document (highlighted in yellow):
Policy 1.1
Policy Statement Section Overview
Policy 1.2
Policy Statements Contents
Requirement:
·
****Separate word document for each assignment****
· Minimum 300-350 words. Cover sheets, abstracts, graphs, and references do not count.
·
Add references separately for each assignment question.
·
Strictly follow APA style. Length – 2 to 3 paragraphs.
·
Sources: 2 References to Support your answer
· No plagiarized content please! Attach a plagiarized report.
· Check for spelling and grammar mistakes!
· $5 max. Please bid if you agree.
.
Assignment 1
:
Remote Access Method Evaluation
Learning Objectives and Outcomes
Ø
Explore and assess different remote access solutions.
Assignment Requirements
Discuss which of the two remote access solutions
, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS),
you will rate as the best.
You need to make a choice between the two remote access solutions based on the following features:
Ø Identification, authentication, and authorization
Ø Cost, scalability, reliability, and interoperability
Requirement:
·
****Separate word document for each assignment****
· Minimum 300-350 words. Cover sheet, abstract, graphs, and references do not count.
·
Add reference separately for each assignment question.
·
Strictly follow APA style. Length – 2 to 3 paragraphs.
·
Sources: 2 References to Support your answer
· No plagiarized content please! Attach a plagiarized report.
· Check for spelling and grammar mistakes!
· $5 max. Please bid if you agree.
Assignment 2
:
Discuss techniques for combining multiple anomaly detection techniques to improve the identification of anomalous objects. Consider both supervised and unsupervised cases.
Requirement:
·
****Separate word document for each assignment****
· Minimum 300-350 words. Cover sheet, abstract, graphs, and references do not count.
·
Add reference separately for each assignment question.
·
Strictly follow APA style. Length – 2 to 3 paragraphs.
·
Sources: 2 References to Support your answer
· No plagiarized content please! Attach a plagiarized report.
· Check for spelling and grammar mistakes!
· $5 max. Please bid if you agree.
Assignment 3
:
Refer to the attached “Term Paper for ITS632(1)” for assignment.
Requirements
:
·
****Separate word document for each assignment****
· Minimum 6 pages. Cover sheet, abstract, graphs, and references do not count.
·
Add reference separately for each assignment question.
·
Strictly follow APA style.
·
Sources: 3-5 References
· No plagiarized content please! Attach a plagiarized report.
· Check for spelling and grammar mistakes!
· $30 max. Please bid if you agree.
.
Assignment 1 Inmates Rights and Special CircumstancesCriteria.docxdeanmtaylor1545
Assignment 1: Inmates Rights and Special Circumstances
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Analyze the legal mechanisms in which an inmate can challenge his or her confinement. Support or refute the cost of such challenges to the state and / or federal government. Provide a rationale for your response.
Weight: 30%
Did not submit or incompletely analyzed the legal mechanisms in which an inmate can challenge his or her confinement. Did not submit or incompletely supported or refuted the cost of such challenges to the state and / or federal government. Did not submit or incompletely provided a rationale for your response.
Insufficiently analyzed the legal mechanisms in which an inmate can challenge his or her confinement. Insufficiently supported or refuted the cost of such challenges to the state and / or federal government. Insufficiently provided a rationale for your response.
Partially analyzed the legal mechanisms in which an inmate can challenge his or her confinement. Partially supported or refuted the cost of such challenges to the state and / or federal government. Partially provided a rationale for your response.
Satisfactorily analyzed the legal mechanisms in which an inmate can challenge his or her confinement. Satisfactorily supported or refuted the cost of such challenges to the state and / or federal government. Satisfactorily provided a rationale for your response.
Thoroughly analyzed the legal mechanisms in which an inmate can challenge his or her confinement. Thoroughly supported or refuted the cost of such challenges to the state and / or federal government. Thoroughly provided a rationale for your response.
2. Examine the four (4) management issues that arise as a result of inmates with special needs. Prepare one (1) recommendation for each management issue that effectively neutralizes each concern. Provide a rationale for your response.
Weight: 30%
Did not submit or incompletely examined the four (4) management issues that arise as a result of inmates with special needs. Did not submit or incompletely prepared one (1) recommendation for each management issue that effectively neutralizes each concern. Did not submit or incompletely provided a rationale for your response.
Insufficiently examined the four (4) management issues that arise as a result of inmates with special needs. Insufficiently prepared one (1) recommendation for each management issue that effectively neutralizes each concern. Â Insufficiently provided a rationale for your response.
Partially examined the four (4) management issues that arise as a result of inmates with special needs. Partially prepared one (1) recommendation for each management issue that effectively neutralizes each concern. Partially provided a rationale for your response.
Satisfactorily examined the four (4) management issues that arise as a result of inmates with special needs. Satisfactorily prepare.
Assignment 1 Go back through the business press (Fortune, The Ec.docxdeanmtaylor1545
Assignment 1
Go back through the business press (Fortune, The Economist, BusinessWeek, and so forth and any other LIRN- based articles) and find at least three articles related to either downsizing, implementation of a new technology, or a merger or acquisition. In a minimum of four (4) pages in 7th edition APA formatted paper:
What were the key frontline experiences listed in relation to your chosen change?
How do they relate to those listed in Chapter 4?
Did you identify new ones confronting change managers?
How would you prioritize these experiences?
Do any stand out as “deal breakers”? Why?
What new insights into implementing this type of change emerge from this?
Assignment 2
PA2 requires you to identify a current change in an organization with which you are familiar and evaluate a current public issue about which “something must be done.” In relation to the change issue, think about what sense-making changes might need to be enacted and how you would go about doing this. Assess this in terms of the eight (8) elements of the sense-making framework suggested by Helms Mills and as set out in Table 9.7:
Identity construction
Social sense-making
Extracted cues
Ongoing sense-making
Retrospection
Plausibility
Enactment
Projection
Which ones did you believe you might have the most/least control over and why?
What implications does this have for adopting a sense-making approach to organizational change?
minimum of
four (4) pages document for each assignment
.
Assignment 1 Discussion—Environmental FactorsIn this assignment, .docxdeanmtaylor1545
Assignment 1: Discussion—Environmental Factors
In this assignment, you will have a chance to discuss a topic that brings personality theory together with social psychology. Dealing with unhealthy groups like gangs or cults is an important issue in social psychology. However, you cannot fully address this issue if you do not first understand personality development and how one’s personality affects the choices that are made. Specifically, you will look at Skinner’s behavioral perspective on personality development and discuss how that theory can play a role in this issue of unhealthy groups.
Bob is an adolescent who grew up in a gang-infested part of a large city. His parents provided little supervision while he was growing up and left Bob mostly on his own. He developed friendships with several kids in his neighborhood who were involved in gangs, and eventually joined a gang himself. Now crime and gang activities are a way of life for Bob. These have become his way to identify with his peer group and to support himself.
It is relatively easy to see that Bob’s environment has played a large role in his current lifestyle. This coincides with Skinner’s concept of environment being the sole determinant of how personality develops. Skinner believed that if you change someone’s environment and the reinforcements in that environment, you can change their behavior.
Use the Internet, Argosy University library resources, and your textbook to research Skinner’s concept of the environment and answer the following questions:
If you were to create an environment for Bob to change his behavior from that of a gang member to a respectable and law-abiding citizen, what types of environmental changes and positive reinforcements would you suggest and why?
What are some interventions that are used in the field currently? Are there any evidence-based programs that use these environmental and reinforcement interventions?
Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources.
By
Saturday, March 1, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, March 5, 2014
, review and comment on at least two peers’ responses.
.
Assignment 1 1. Using a Microsoft Word document, please post one.docxdeanmtaylor1545
Assignment 1
1. Using a Microsoft Word document, please post one federal and one state statute utilizing standard legal notation and a hyperlink to each statute.
2. In the same document, please post one federal and one state case using standard legal notation and a hyperlink to each case.
Assignment 2
A. Social media platforms such as Facebook, Twitter, and even Tiktok have become very powerful and influential. Please give your thoughts on whether governments should regulate the content of content on these media. Minimum 250 words.
B. Respond to two classmates' postings. Minimum 100 words per posting.
.
Assignment 1 Dealing with Diversity in America from Reconstructi.docxdeanmtaylor1545
Assignment 1:
Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.
Assignment 1 Due Monday 92319 By using linear and nonlinear .docxdeanmtaylor1545
This document provides guidance for counselors on an upcoming assignment due September 23rd. It instructs counselors to listen both linearly and nonlinearly during client assessments to build a strong therapeutic alliance and identify client needs, resources, strengths and gaps in their stories. Counselors are advised to consider both the conscious and unconscious parts of client stories, including recognizing potential adverse childhood experiences and how that might inform the assessment, guide goal development, and affect client readiness to change.
Assignment 1This assignment is due in Module 8. There are many v.docxdeanmtaylor1545
Assignment 1
This assignment is due in Module 8. There are many variations on WebQuests. Please make sure you follow these instructions and not those listed in the textbook. Although, reading the texts and learning another variation will only benefit you in the future. This assignment is worth 100 points.
1. Find a good website in which you can use for the exercise. If you want your students to learn more about zoo animals, then maybe you should locate your local zoo website and use it as a source. Make sure you choose a site that is age appropriate for your students. And please identify which grade and subject level you have chosen in the title.
2. After deciding on a website, create the student instructions for this exercise. Make sure to incorporate aesthetic value (picture). The instructions are very important because you do want your students to be excited about the activity.
3. You will ask the students 10 questions about the site and its information. Be sure the website is clear in its direction and easily navigated so the students can find the information. Create the questions and type them into a Word document with lines for students to use to fill in their answers.
4. After you finish your WebQuest, make sure you include a sheet with the answers to the questions.
5. Save the document as a .doc, .docx, or pdf and submit it via the assignment drop box by clicking on the title of the assignment.
Submission: To submit, choose the Assignment 4: WebQuest link above and use the file attachment feature to browse for and upload your completed document. Remember to choose Submit to complete the submission.
Grading: This assignment is worth 100 points toward your final grade and will be graded using the Webquest Rubric. Please use it as a guide toward successful completion of this assignment.
Assignment 2
This assignment is due in Module 9. The objective of this lesson is to utilize the Internet to help clarify/expand upon your teaching, while creating a field trip environment for your students.
There are times when you will not have the funding to take your class on an actual field trip. With the help of technology, you can now visit various sites without leaving the room. For assignment 4, you are going to plan a virtual field trip for your classroom. Think about the grade level, subject area, possible topics for the curriculum that you teach, and appropriate online communication. You must create an original, virtual field trip. You cannot use someone else's field trip. Remember, you can utilize various software (PowerPoint, Prezi, etc.) to create this field trip, but be careful, it is not a lesson with technology assisted software. The students have to feel like they are truly at the location of the field trip looking at the exhibit, animal, statue, and so forth. There should be no words on the slides because it is not a classroom lesson, it is a field trip.
You will be the tour guide, and everything you plan to say as the guide shoul.
Assignment 1TextbookInformation Systems for Business and Beyond.docxdeanmtaylor1545
Assignment 1
Textbook:Information Systems for Business and Beyond
Please answer the following
From Chapter 1 – Answer Study questions 1-5 and Exercise 3
From Chapter 2 – Answer Study questions 1-10 and Exercise 2 (should be a Power point presentation)
All the above questions should be submitted in one Word document, except for the PowerPoint presentation (Chapter 2 - Exercise 2).
Please understand that Plagiarism will not be tolerated and will result in a zero grade.
Submission Requirements
Font: Times New Roman, size 12, double-space
Citation Style: APA
References: Please use citations and references where appropriate
No Plagiarism
Chapter 1: What Is an
Information System?
Learning Objectives
Upon successful completion of this chapter, you will be
able to:
• define what an information system is by identifying
its major components;
• describe the basic history of information systems;
and
• describe the basic argument behind the article
“Does IT Matter?” by Nicholas Carr.
Introduction
Welcome to the world of information systems, a world that seems to
change almost daily. Over the past few decades information systems
have progressed to being virtually everywhere, even to the point
where you may not realize its existence in many of your daily
activities. Stop and consider how you interface with various
components in information systems every day through different
Chapter 1: What Is an Information
System? | 9
electronic devices. Smartphones, laptop, and personal computers
connect us constantly to a variety of systems including messaging,
banking, online retailing, and academic resources, just to name a
few examples. Information systems are at the center of virtually
every organization, providing users with almost unlimited
resources.
Have you ever considered why businesses invest in technology?
Some purchase computer hardware and software because everyone
else has computers. Some even invest in the same hardware and
software as their business friends even though different technology
might be more appropriate for them. Finally, some businesses do
sufficient research before deciding what best fits their needs. As
you read through this book be sure to evaluate the contents of each
chapter based on how you might someday apply what you have
learned to strengthen the position of the business you work for, or
maybe even your own business. Wise decisions can result in stability
and growth for your future enterprise.
Information systems surround you almost every day. Wi-fi
networks on your university campus, database search services in
the learning resource center, and printers in computer labs are
good examples. Every time you go shopping you are interacting
with an information system that manages inventory and sales. Even
driving to school or work results in an interaction with the
transportation information system, impacting traffic lights,
cameras, etc. V.
ASSIGNMENT 1TASK FORCE COMMITTEE REPORTISSUE AND SOLUTI.docxdeanmtaylor1545
The document provides instructions for an assignment to analyze an organizational issue and propose solutions as the leader of a task force committee. Students are asked to: 1) Describe the selected organization and issue affecting productivity; 2) Analyze how the current corporate culture contributed to the issue; 3) Identify areas of weakness in the organization; 4) Propose modifications to practices and solutions to resolve the issue; and 5) Prepare a one-page executive summary of recommendations. The assignment aims to expose students to modern organizational challenges and develop solutions reflecting their learning.
Assignment 1Select one of these three philosophers (Rousseau, Lo.docxdeanmtaylor1545
This document contains instructions for 5 separate assignments related to ethics, diversity, and organizational culture. Assignment 1 asks students to analyze differences between ideas of philosophers like Rousseau, Locke and Hobbes and modern democracies. Assignment 2 involves responding to inappropriate workplace comments and discussing ethical and legal implications. Assignment 3 has students analyze alternatives and implications related to a case study on discrimination. Assignment 4 examines organizational culture and inclusion at Sherwood Manufacturing. Assignment 5 is researching diversity at different organizations and comparing their cultures.
Assignment 1Scenario 1You are developing a Windows auditing pl.docxdeanmtaylor1545
Assignment 1
Scenario 1
You are developing a Windows auditing plan and need to determine which log files to capture and review. You are considering log files that record access to sensitive resources. You know that auditing too many events for too many objects can cause computers to run more slowly and consume more disk space to store the audit log file entries.
Answer the following question(s): (2 References)
If computer performance and disk space were not a concern, what is another reason for not tracking audit information for all events?
Scenario 2
Assume you are a security professional. You are determining which of the following backup strategies will provide the best protection against data loss, whether from disk failure or natural disaster:
· Daily full server backups with hourly incremental backups
· Redundant array of independent disks (RAID) with periodic full backups
· Replicated databases and folders on high-availability alternate servers
Answer the following question(s): (2 References)
Which backup strategy would you adopt? Why?
Assignment 1 Submission Requirements
Format: Microsoft Word (or compatible)
Font: Arial, size 12, double-space
Citation Style: APA
Length: At least 350 words for each question
References: At least 2 credible scholarly references for each question
No plagiarism
Assignment 2: Security Audit Procedure Guide
Scenario
Always Fresh wants to ensure its computers comply with a standard security baseline and are regularly scanned for vulnerabilities. You choose to use the Microsoft Security Compliance Toolkit to assess the basic security for all of your Windows computers and use OpenVAS to perform vulnerability scans.
Tasks
Develop a procedure guide to ensure that a computer adheres to a standard security baseline and has no known vulnerabilities.
For each application, fill in details for the following general steps:
1. Acquire and install the application.
2. Scan computers.
3. Review scan results.
4. Identify issues you need to address.
5. Document the steps to address each issue.
Assignment 2 Submission Requirements
Format: Microsoft Word (or compatible)
Font: Arial, size 12, double-space
Citation Style: APA
Length: At least 3 pages
References: At least 4 credible scholarly references
No plagiarism
Assignment 3: System Restoration Procedure Guide
Scenario
One of the security improvements at Always Fresh is setting up a system recovery procedure for each type of computer. These procedures will guide administrators in recovering a failed computer to a condition as near to the point of failure as possible. The goal is to minimize both downtime and data loss.
You have already implemented the following backup strategies for workstation computers:
· All desktop workstations were originally installed from a single image for Always Fresh standard workstations. The base image is updated with all patches and new software installed on live workstations.
· Desktop workstation computers execute a cloud backup eve.
Assignment 1Research by finding an article or case study discus.docxdeanmtaylor1545
A
ssignment 1:
Research by finding an article or case study discussing ONE of the following laws or legal issues as it relates to computer forensics:
1) Electronic Communications Privacy Act (ECPA)
2) Cable Communications Privacy Act (CCOA)
3) Privacy Protection Act (PPA)
4) USA Patriot Act of 2001
5) Search and seizure requirements of the Fourth Amendment
6) Legal right to search the computer media
7) Legal right to remove the computer media from the scene
8) Availability of privileged material on the computer media for examination
Using at least 500 words - summarize the the article you have chosen. You will be graded on Content/Subject Knowledge, Critical Thinking Skills, Organization of Ideas, and Writing Conventions.
.
Assignment 1Positioning Statement and MottoUse the pro.docxdeanmtaylor1545
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Alfa Romeo Hewlett Packard, Subway, or Sony) by completing the questions below. At the end of the worksheet, be sure to develop a new positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Alfa Romeo Hewlett Packard, Subway, or Sony):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NOT say “ANY, ALL, EVERYONE” you cannot target everyone, you must be specific)
Age Bracket: [Insert response]
Gender: [Insert response]
Income Bracket: [Insert response]
Education Level: [Insert response]
Lifestyle: [Insert response]
Psychographics (Interest, Hobbies, Past-times): [Insert response]
Values (What the customer values overall in life): [Insert response]
Other items you would segment up on: [Insert response]
How does the company currently reach its customers/users? What methods and media does the company use to currently reach the customers/users? What methods and media should the company use to currently reach the customers/users?
[Insert response]
What would grab the customers/users’ attention? Why do you think this will capture their attention?
[Insert response]
What do these target customers’ value from the business and its products? Why do you think they value these items?
[Insert response]
2. Competitors
Who are the brand’s competitors? Provide at least 3 competitors and tell why you selected each competitor.
Competitor 1: [Insert response]
Competitor 2: [Insert response]
Competitor 3: [Insert response]
What product category does the brand fit into? Why have you placed this brand into the product category that you did?
[Insert response]
What frame of reference (frame of mind) will customers use in making a choice to use/purchase this brand/service? What other brands/companies might customers compare this brand to (other than the top three identified above)?
[Insert response]
3. USP (Unique Selling Proposition) Creation
What is the brand’s uniqueness? Why do you think this is a key uniqueness for this business?
[Insert response]
What is the competitive advantage of the brand? How is it different from other competing brands? Why do you consider this a competitive advantage?
[Insert response]
What attributes or benefits does the brand have that dominate competitors? Why do you think they dominate?
[Insert response]
How is this brand/company better than its competitors? What is the brand’s USP (Unique Selling Proposition? Why have you decided upon this USP?
Unique Selling Proposition: [Insert response]
Defense of USP: [Insert response]
4. Positioning Statement & Motto
Develop a new positioning statement and motto for the brand you selected. Below is an.
ASSIGNMENT 1Hearing Versus ListeningDescribe how you le.docxdeanmtaylor1545
ASSIGNMENT 1:
Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-500 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
“Doctor Aunt”
by Eden, Janine and Jim.
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting she’s worried about the girl’s hearing. The doctor runs through a battery of tests, checks in the girl’s ears to be sure everything looks good, and makes notes in the child’s folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: “Everything looks fine. But, she’s been through a lot of tests today. You might want to take her for ice cream after this as a reward.” The daughter jerks her head around, a huge grin on her face, “Oh, please, Mommy! I love ice cream!” The doctor, speaking now at a regular volume, reports, “As I said, I don’t think there’s any problem with her hearing, but she may not always be choosing to listen.”
Hearing
is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known as
auditory association
.
[1]
Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You weren’t listening for the noise—unless perhaps you are a parent of a teenager out past curfew—but you hear it. Hearing is unintentional, whereas
listening
(by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
“Hearing Mechanics”
by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known as
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged in
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known as
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of vario.
assignment 1
Essay: Nuclear Proliferation
The proliferation of nuclear weapons is closely monitored by the international community. While the international community formally recognizes only five nuclear powers - the United States, Russia, China, France, and the United Kingdom - it is widely acknowledged that at least four others (India, Israel, North Korea, and Pakistan) currently possess nuclear weapons and one other (Iran) is attempting to develop nuclear weapons capabilities.
Describe the current international regime governing the development of nuclear weapons, including the major agreements and treaties controlling nuclear technology. Explain why the international community generally seeks to prevent the proliferation of nuclear weapons. (500-750 words)
assignment 2
World military spending is nearly $2 trillion every year. If you could redirect these funds, how would you use them? Would such uses be better or worse for the states involved? Do you think there is a realistic chance of redirecting military spending in the way you suggest? (150 words minimum)
assignment 3
Human Rights: A Hollow Promise to the World?
( one paragraph )
.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Task Groups in the School Setting Promoting Childrens Social and.docx
1. Task Groups in the School Setting: Promoting Children's Social
and Emotional Learning.
Authors:
Velsor, PatriciaVan1 (AUTHOR)[email protected]
Source:
Journal for Specialists in Group Work. Sep2009, Vol. 34 Issue
3, p276-292. 17p.
Document Type:
Article
Subject Terms:
*Emotions (Psychology)
*Social learning
*Schools
*Social skillsTasksGroup work in education
Author-Supplied Keywords:
schoolssocial and emotional learningtask groups
Abstract:
Through social and emotional learning (SEL), individuals
develop skill in negotiating relationships successfully and
expressing emotions appropriately. The socially and
emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children's SEL
and the task group in the classroom provides an excellent
opportunity for them to do so. In the task group, students can
learn and practice crucial skills in vivo while they work
together to complete a task. The counselor's strategic attention
to promoting task completion while facilitating SEL can serve
to highlight the benefits of group work in the school learning
environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Specialists in Group Work is the
property of Routledge and its content may not be copied or
emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users
2. may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the
accuracy of the copy. Users should refer to the original
published version of the material for the full
abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1San Francisco State University
ISSN:
0193-3922
DOI:
10.1080/01933920903033495
Accession Number:
43429456
Publisher Logo:
Task Groups in the School Setting: Promoting Children's Social
and Emotional Learning.
Contents
1. UNDERSTANDING THE TASK GROUP MODEL AND ITS
BENEFITS
2. IDENTIFYING A FOCUS FOR THE TASK GROUP
3. FACILITATING THE TASK GROUP FOR OPTIMAL SEL
4. Building a Team
5. Establishing Appropriate Structure
6. Bolstering Skill Development
7. PUTTING IT ALL TOGETHER
8. CONCLUSION
9. REFERENCES
Full Text
Listen
Through social and emotional learning (SEL), individuals
develop skill in negotiating relationships successfully and
expressing emotions appropriately. The socially and
emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children's SEL
3. and the task group in the classroom provides an excellent
opportunity for them to do so. In the task group, students can
learn and practice crucial skills in vivo while they work
together to complete a task. The counselor's strategic attention
to promoting task completion while facilitating SEL can serve
to highlight the benefits of group work in the school learning
environment.
Keywords: social and emotional learning; task groups; schools
Because humans are social beings, they spend a great deal of
time interacting with others and much of that interaction takes
place in groups. As Sonstegard and Bitter ([45]) so aptly stated,
"to be human is to 'live' in groups" (p. 251). The group (e.g.,
family, peer) serves as the "primary socializing influence" in
children's development (Kulic, Horne, & Dagley, [31]) and the
nature of the social environment in those groups leads children
down a path toward either prosocial or antisocial behavior and
beliefs (Hawkins, Smith, & Catalano, [23]).
Children develop social skills and prosocial behaviors
through social and emotional learning (SEL). Although there are
various definitions of SEL, Zins, Bloodworth, Weissberg and
Walberg ([52]) define it succinctly as "the process through
which children enhance their ability to integrate thinking,
feeling, and behaving to achieve important life tasks" (p. 6).
Five competency areas—self-awareness, self-management,
social awareness, relationship skills, and responsible decision-
making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social,
and Emotional Learning, [10]).
Social and emotional intelligence, acquired through SEL, has
been associated with various positive outcomes in school and
life. A socially and emotionally intelligent child is less likely to
develop aggressiveness, depression, and/or violent behaviors
(Poulou, [38]). Children who develop social and emotional
intelligence are also more resistant to difficulties related to
drugs, teen pregnancy, and gangs (Elias et al., [19]). Moreover,
variations in children's social and emotional functioning
4. significantly predict current and later academic achievement
(Greenberg, Kusché, & Riggs, [22]; Parker et al., [37]).
The small group in the school setting provides an excellent
opportunity for counselors to enhance children's positive mental
health through SEL. Children can better their social skills,
unlearn inappropriate social behaviors, and try out new skills in
a safe environment (Akos, Hamm, Mack, & Dunaway, [ 3];
Thompson & Henderson, [49]). Generally, the small group
format used with children is psychoeducational (Corey & Corey,
[13]) and a common approach to SEL in the schools is to pull
targeted children out of the classroom to learn about appropriate
skills and practice those skills in a small group. Another
approach, however, is to make use of the task group, which
focuses on the application of group process principles to task
completion (Corey & Corey, [13]). If used in the classroom
setting, the task group can offer children the opportunity to
learn and apply social and emotional skills and behaviors in a
real life situation as they work together to accomplish an
identified task. Moreover, when conducted in the classroom
setting, all children can profit from the opportunity to enhance
their social and emotional intelligence. The overall goal is to
promote SEL for a broad range of children, which in turn can
lead to other positive outcomes.
When considering the task group in the school setting, it makes
sense that students could benefit in three ways. First, the task
group affords children the opportunity to learn about a topic as
they work together on a project of educational importance.
Second, students have the chance to acquire valuable social and
emotional skills for working in groups related to cooperation,
collaboration, and mutual respect. Third, students may well gain
a sense of accomplishment when the task is completed,
hopefully bolstering self-esteem.
The purpose of this article is to encourage counselors to
embrace the task group model in the classroom setting to
promote the SEL of students in vivo and to help
equip all students with the social and emotional tools necessary
5. to work cooperatively and collaboratively in a group. In order to
implement the task group, counselors must develop a clear
understanding of this approach and its multiple benefits in the
classroom setting. With this knowledge, counselors can then
determine ways to identify appropriate tasks for school groups,
and develop strategies to facilitate both task completion and
group process for optimal SEL.
UNDERSTANDING THE TASK GROUP MODEL AND ITS
BENEFITS
Before initiating the task group in schools, it is important to
understand the goals of a task group. The main goal of the
group is completing a task (e.g., a work project, event planning)
rather than changing the individual for therapeutic reasons or
personal growth (Gladding, [20]). However, successful
functioning of the task group requires attention to the principles
of group dynamics aimed at accomplishing the
task and improving interpersonal interaction in the process
(Corey & Corey, [13]; Gladding, [20]). Although teachers may
already assign tasks to small groups or make use of small group
learning in the classroom, they may lack the necessary skills to
facilitate SEL in the group process (Elias, Bruene-Butler, Blum,
& Schuyler, [17]). Counselors, however, have training in group
dynamics and process and can utilize that knowledge to promote
SEL as children work together to complete a task.
The task group in a school is different from the typical one in
an organization where each member takes responsibility and is
accountable for his or her own contribution to the overall effort
(Katzenbach & Smith, [29]). Instead children in the schools can
benefit from the task group that operates like a team. Although
teams, like other task groups, focus on results and develop
individual products, teams are more interdependent and more
collaborative (Brown, [ 8]: Gladding [20]; Stanley, [46]). In the
team model, there are shared leadership responsibilities and
accountability for the team product; that is, the team members
do "real work together" (Johnson & Johnson, [26], p. 527). All
students in the schools can benefit from working together and
6. developing the abilities necessary to function as part of a team.
Because all students can profit from refining their social and
emotional skills, the task group in the school does not
necessarily target students with difficulties. Use of this
approach is predicated on the idea that a primary goal of
counseling is to help all children "learn to deal with life" (T.
Gutkin, personal communication, December 2, 2008). Task
groups are indeed a part of life; they are omnipresent in
American culture and part of everyday experience (Conyne,
Crowell, & Newmeyer, [11]) in schools, churches, work places,
and community settings. The skills learned can help children
fulfill their roles successfully in family, school, friend, and
work groups (Goleman, [21]). Promoting SEL for all students
aligns with the Executive Summary of the American School
Counselor Association (ASCA, [ 4]), which directs school
counselors to "identify and deliver the knowledge and skills all
students should acquire" (p. 1). Additionally, SEL aligns with
the public school's mission to "assist in the socialization of the
young," identified in a U. S. Supreme Court case (i.e.,
Wisconsin V. Yoder) (Adelman & Taylor, [ 1], p. 85).
Another noteworthy benefit of the task group in the classroom
is that it allows students to learn skills in vivo. Although
teaching social and emotional skills is important; providing
children the opportunity for "real-world application" of those
skills is critical (Elias, [15]). During transactions to complete a
task, interpersonal exchanges happen naturally in the classroom,
that is, authentic interaction occurs. As differences in ideas and
issues related to completing the task surface and accompanying
affect emerges, counselors can facilitate the interchanges
quickly (Barratt & Kerman, [ 5]). The counselor is at hand to
help children manage their emotions, effectively navigate their
interactions, and successfully negotiate their differences for
optimal SEL. For students with behavioral concerns, who may
not be able to transfer skills from the counseling group to the
classroom (Clark & Breman, [ 9]), this real world experience
may be essential to their social and emotional development.
7. Students at risk for difficulties may benefit in other ways by
cultivating social and emotional abilities in the classroom. In a
counseling group for social skill development, targeted students
may have similar difficulties and inadvertently learn
inappropriate behaviors from each other. In the classroom
setting, however, students with less developed social and
emotional skills interact with students at higher skill levels and
can learn informally from the modeling of other students. Lopes
and Salovey ([33]) identified informal learning, where students
learn behaviors through "experience, modeling, and observing"
as a valuable way to promote SEL (p. 78).
The task group as proposed here may also serve to highlight the
usefulness of group work in learning. Social factors often
influence learning, because effective learning frequently
involves the ability to communicate, interact, and collaborate
with co-learners as well as teachers, peers, and families
(McCombs, [35]; Zins et al., [52]). The task group offers a
fertile environment for students to develop positive social
relationships as they develop their academic skills. As children
learn to collaborate and function interdependently in the task
group, a better fit or "improved ecological concordance"
between students and their school environment emerges, which
in turn can improve student success both in and out of schools
(Conyne & Mazza, [12]). Successful use of the task group by
the counselor may then motivate teachers to adopt the small
group as part of the learning environment for children.
IDENTIFYING A FOCUS FOR THE TASK GROUP
Although a significant goal in utilizing the task group is to
promote social and emotional learning, it is critical for the
counselor to identify a project that clearly incorporates an
aspect of the school mission. For example, a project might focus
on an academic goal of a particular classroom or grade level
(e.g., meeting a specific curriculum objective), or a school or
community goal (e.g., conducting a service learning activity).
The list of projects that could be implemented to address SEL in
a task group is endless and any activity that requires student
8. collaboration in a small group could work. As an example,
the literature circle, a language arts activity designed to engage
students in reflection and critical thinking about reading
(Daniels, [14]), could provide an excellent opportunity for
incorporating SEL; because it can be adapted for all age levels,
already uses a small group format, and has been applied in both
mathematics (Kridler & Moyer-Packenham, [30]) and science
(Straits, [48]). In a typical model, the teacher assigns roles
(e.g., facilitator, illustrator) and has students work on their
tasks independently before coming together for discussion. In
the task group model, however, the teacher extends the process
by assigning a project. The task can be as simple as making a
poster to represent the feelings of different characters in a story
or as involved as creating a video to explore character identity
development related to the events in the reading. The students
then decide on what roles are necessary and how they need to
work together to complete the task. Although schools most
likely will already have designated readings within their
curriculum, the counselor may want to suggest books from the
Bibliotherapy Education Project
(http://library.unlv.edu/faculty/research/bibliotherapy/), which
offers an excellent list of books that focus on both counseling
and education topics.
Counselors who have not been teachers may balk at the idea of
focusing a group on an academic task; however, the counselor
need not be an expert in an academic area. The teacher provides
the academic expertise while the counselor promotes the social
and emotional development. The logistics will require close
collaboration between the counselor and the teacher to create a
suitable arrangement. After the task has been identified, the
counselor may circulate among various task groups or work
with one group at a time while the teacher works with the
remaining students. In the task group, the counselor can serve
as a co-learner while he or she weaves SEL skill development
into the process and facilitates group interactions aimed at
successful task completion.
9. Working in the classroom may represent a paradigm shift for
counselors. However, it is consistent with a new "inclusion"
model of school counseling suggested by Clark and Breman
([ 9]). This model requires that all students receive counseling
support through innovative interventions in classroom settings
and requires counselors to collaborate and consult closely with
teachers. The task group model proposed here complements the
Clark and Breman model, because it necessitates collaboration
with teachers and other school personnel to identify a suitable
project and involves implementation of the task group in the
classroom.
The best way to identify an appropriate task is through
familiarity with the school context. The school counselor who
has been in the school will already have intimate knowledge of
school culture, but will still need to spend time observing
school activities and soliciting input from others. The counselor
new to the school, on the other hand, must become well
acquainted with the school environment by getting to know,
first students and school personnel (e.g., teachers,
administrators, teachers), and then parents and community
members. What are the educational goals that the teachers
share? What is necessary to promote the achievement of the
student body? For example, if there are a large number of
students living in poverty, what projects would support their
unique needs—in the classroom, the school, and the
community? Immersion in the culture—both school and
surrounding community—allows the counselor not only to
identify projects that support the school mission but also to
design tasks that are sensitive to values of the population
served. Service learning projects that require collaborative
efforts offer excellent opportunities for addressing community
needs and, at the same time, enhancing students' social and
emotional abilities. For example, small groups of younger
students may decide on a gift appropriate for a local senior
center, design the necessary steps to make their gifts, and
finally, create the gifts. Older students may research community
10. needs and then work together in small groups to design and
carry out community projects. Although there are a variety of
websites that describe school service learning projects, one
particularly comprehensive list for both elementary and
secondary levels comes from Mesa Service Learning
(http://www2.mpsaz.org/msl/about/).
The most important school personnel with whom to collaborate
are teachers, because counselors will need their support to carve
out time and space for the task group. Common complaints of
teachers are that SEL activities take time away from an already
overloaded academic schedule (Elias, Bruene-Butler, Blum, &
Schuyler, [18]; Mildener & Keane, [36]). Careful selection of
task group focus, however, helps sidestep the criticism that time
spent on social and emotional skill development usurps valuable
academic time. Rather, teachers view the task as supporting
their efforts rather than auxiliary to their academic goals. At the
same time, working closely with teachers in the classroom may
stimulate more positive attitudes toward SEL activities and
small group learning.
With a task identified, a counselor must not only assist children
in completing the task, but also help them to understand the
importance of the group process in task completion. Effective
SEL in the task group requires that children learn cooperation,
social skills, and prosocial values (Johnson & Johnson, [28]).
FACILITATING THE TASK GROUP FOR OPTIMAL SEL
A counselor facilitating a task group with children for optimal
SEL must perform a variety of functions. Unfortunately, in a
recent survey of 802 school counselors, many participants
reported a lack of group training aimed at working with children
and adolescents in the schools (Steen, Bauman, & Smith, [47]).
Although the following information is not meant to substitute
for group training, it does provide an overview of functions that
school counselors should feel comfortable performing in order
to facilitate a task group successfully for SEL. The primary
functions involve fostering positive interdependence through
team building and promoting interpersonal process by setting
11. appropriate structure and bolstering skill development. The
literature on process in children's groups is scant (Leichtentritt
& Shechtman, [32]; Shechtman & Yanov, [44]); however, along
with the literature on task groups with adults, it provides some
direction for the counselor carrying out these functions.
Building a Team
Simply assigning a task and asking children to work together
does not assure that they will become a team (Prichard, Bizo, &
Stratford, [39]). Therefore it is the responsibility of the
counselor to incorporate ways to build group cohesiveness. In
an investigation of children's groups, child participants
identified group cohesiveness—encouragement, support, and
acceptance from others—as the most important factor in their
group experience (Shechtman & Gluk, [43]). Thus, it is
important to help children build new relationships or strengthen
existing relationships around working on the task. So, although
task completion is primary, failure to attend to relationships of
students could result in negative outcomes for task completion
and learning.
Students in a school may already have formed relationships;
however, counselors will need to develop activities focused on
building interdependent relationships and identifying
appropriate norms of behavior. Effective task groups devote
time to learning about one another, to culture building, and to
nurturing collaboration and cooperation (Hulse-Killacky,
Killacky, & Donigian, [24]). Because team building involves
learning prosocial behavior, norms should include discussion of
respect for others and promotion of other members' efforts.
Clear expectations for task completion and group behavior will
enhance student learning related to completing the task and
acquiring interpersonal skill in doing so.
Establishing Appropriate Structure
To promote SEL through the interpersonal process of the group,
counselors must establish appropriate structure. Counselors can
do so by attending to the developmental level of the children in
the group (Rosenthal, [40]); younger children need more
12. structure. For all children, counselors need to provide more
structure early in the group's development. Group facilitators
optimize children's experiences in groups when they provide a
safe environment for children to try out behaviors (Mayerson,
[34]) and the appropriate level of structure helps provide that
safe space.
An ideal structure for a task group involves balancing content
and process (Hulse-Killacky, Kraus, & Schumacher, [25]). The
content component of a group refers to the information shared;
in a task group, the counselor should make sure that all children
clearly understand the purpose of the group and the goals
related to the task. Additionally, the counselor should pay
attention to the content that children share to get a sense of each
child's strengths and how he or she can contribute to task
completion. Too much attention to content in a task group,
however, may actually interfere with progress toward
completing the task (Hulse-Killacky et al., [25]). The process
component of a task group deserves equal attention. Yalom
([51]) defines process as, "the nature of the relationship
between the people in the interaction" (p. 109). As it applies to
the task group, process refers to the relationships between and
among children and how those relationships promote or inhibit
task completion. By attending to the process, counselors can
make sure that all children share their ideas, experiences, and
thoughts and contribute to accomplishing the task.
In a successful group, the counselor does not attend to the
process alone; he or she makes sure that participants also attend
to that process. From the onset of the group, the counselor
structures a reflective environment in which children evaluate
the interactions and dynamics of the group (Barratt & Kerman,
[ 5]). The counselor frequently encourages children to examine
their relationships to identify how well they are working
together and how they can better their effectiveness (Johnson &
Johnson, [26]).
Although structure is essential to group work with children,
facilitators can best promote children's SEL by knowing when
13. to allow freedom within the structure. An important value of
group work—that it reflects real life most accurately (Akos,
[ 2])—is lost if a group is too structured. A challenge is finding
the balance between permissiveness and appropriate structure
and limits. In an exploratory study of dynamics in children's
therapy groups, Mayerson ([34]) found that facilitators'
willingness to join the play process, when appropriate,
contributed to positive outcomes. Applying this to the task
group, a counselor must be flexible and fluid in stepping
forward to take the leadership role and stepping back to let the
children lead. Johnson and Johnson ([26]) maintain that
facilitators must decide when to direct the children's group, be
"a sage on the stage," or to be their assistant, "a guide on the
side" (p. 497). Children can lead their own group when they
have developed the ability to reflect on their individual and
group behaviors and the skills necessary for working with
others.
Bolstering Skill Development
Important for the task group is development of skill in giving
feedback, making decisions together, and solving problems and
resolving conflict. The ability to give constructive feedback sets
the stage for the other skills. In a task group, timely feedback
fosters team development; because it increases member
motivation and provides data to help members work together
effectively (Birmingham & McCord, [ 7]). In a study of
interpretative responses—confrontation, interpretation, and
feedback—of preadolescents in groups, Shechtman and Yanov
([44]) found that high quality feedback (i.e., direct and honest
personal reaction) precipitated productive responses (i.e.,
exploration, insight, or change) while high quality
interpretation (supportive explanation of one's behavior,
feelings, or thoughts) or confrontation (highlighting
incongruencies) precipitated unproductive responses (e.g.,
resistance, agreement). The authors concluded that minimizing
confrontation and maximizing high-quality feedback was most
helpful in group work with children.
14. The challenge in the task group lies in helping children learn to
give constructive feedback (i.e., direct and honest personal
reaction) that supports task completion. This begins with
counselor modeling; simply by listening, paraphrasing, asking
open questions, that is, using basic counseling skills, counselors
provide a positive example for children and promote SEL. In
using these skills, it is important that counselors attend to the
age of the children in the group to adapt those skills
appropriately (see Van Velsor, [50]). If children learn these
skills, they help to create a safe environment and set the stage
for giving constructive feedback to each other related to task
completion. Drawing from several task group models, Hulse-
Killacky et al. ([25]) suggest that members create guidelines for
giving and receiving feedback, reflect on behaviors and
interactions that support or inhibit the group work, and give
clear feedback (i.e., using "I" statements, speaking directly to
others). Initially the counselor will model and direct appropriate
communications, but children should eventually learn to provide
their own feedback. According to Sonstegard and Bitter ([45]),
accurate feedback from children may facilitate the group
process better than feedback from counselors.
Along with communication skills, children need to develop the
abilities necessary for decision making in task groups. Because
good decision making depends on effective processing of
emotions (Bechara, Damasio, & Bar-On, [ 6]), an important step
is helping children to develop skill in monitoring emotions that
arise when differences occur. In the task group, counselors can
guide children in regulating their emotional reactions and
applying self-control in interpersonal communication.
Regulating emotion and gaining control gives children access to
the clear thinking needed for problem solving (Elias, [15]).
Johnson and Johnson ([27]) identified a helpful process for
problem-solving negotiation, in which children (a) describe
what they want and feel along with the rationale for those, (b)
listen and communicate understanding of other children's
perspectives, (c) formulate three optional plans, and (d) select a
15. plan from those options. This model provides the opportunity
for children to practice perspective-taking, which is
foundational to the development of empathy (Shapiro, [41]).
When problem solving among children breaks down and conflict
arises, the counselor will need to serve as mediator allowing
time for cooling off as necessary, ensuring commitment to
mediation, and guiding children through the problem-solving
process (Johnson & Johnson, [27]). Formalizing the agreement
(e.g., with a handshake) is part of both problem solving and
conflict resolution procedures.
Once counselors have provided strategies for decision making,
problem-solving, and conflict resolution, they must decide when
to let children direct the process and when they need to
intercede. Some group facilitators may tend to intervene quickly
in any disputes, conflict, or disagreement among children
(Rosenthal, [40]) denying them the experience of solving issues
on their own, and in turn inhibiting their SEL from the process.
On the other hand, an environment that encourages creative and
collaborative decision making, problem solving, and conflict
resolution by children promotes their optimal social and
emotional development.
PUTTING IT ALL TOGETHER
Designing a task group for the classroom will require
considerable collaborative planning to identify what works with
which students based on academic learning objectives as well as
student developmental level and culture. The counselor, in
collaboration with the teacher, must decide how much advance
psychoeducation the students will need related to decision
making, problem solving, and conflict. It is always best to
discuss conflict resolution procedures before a heated emotional
situation arises.
Implementation would typically begin with a teacher describing
an academic assignment. Using the literature circle example, the
teacher asks students to rank a list of stories or books based on
their interests. The teacher divides students into small groups
determined by their choices and, after students have read the
16. literature, they discuss their reactions to and understandings of
the reading. Next, the teacher assigns a task for the group
focused on student discussion. The scope of the task (e.g., a
map of the events of the story, a presentation on the themes in
the book) will depend on the age of the students and the
teacher's learning objectives. This assigned task could take
place during one class period or over the course of several
weeks.
As students begin work on the task in their small groups, the
counselor's expertise is tapped. If students are new to
teamwork, the counselor conducts team building exercises and
explains how students must attend to the process as they
complete their task. Schmuck and Schmuck ([42]) provide some
simple process observation sheets for younger students, which
could be adapted in various ways for many ages. These
questionnaires ask students to identify specific instances of
thoughts, feelings, and behaviors evident in the group and
promote student analysis of their own experiences and actions
(SEL self-awareness competency) and those of others (SEL
social awareness competency). The observation sheets serve as
stimuli for discussion on group process as students work on
their project, and, in turn, the discussion serves as a learning
ground for students as counselors help them give constructive
feedback to each other (SEL relationship skill competency).
Eventually, disagreements will arise in some groups over
procedures, goals, and relationships (Schmuck & Schmuck,
[42]), and such controversies offer, perhaps, the most valuable
opportunities for SEL. When students are involved in a
passionate discussion that appears to have the potential for
escalation, the counselor must decide when, and if, to step in
and what intervention might facilitate optimal SEL. Early in a
disagreement, the counselor may ask students to listen to each
other and then verbalize the opposing perspective, promoting
student empathy and sensitivity to others (SEL social awareness
competency). If emotions are already heightened, the counselor
may direct the students to self-monitor and share their feelings
17. related to the interaction before tackling a problem solving
procedure. This helps students to accurately assess their
feelings (SEL self-awareness competency) and to regulate their
emotions (SEL self-management competency). As students
become more skilled in decision making and problem solving,
the counselor may need only to refer students to the steps of
these processes.
There, of course, will be times when conflict arises and students
need a cooling off period. In facilitating student cool down, the
counselor must use a course of action that works harmoniously
with the teacher's approach to de-escalation. When students
have regained their self-control sufficiently, the counselor
secures the commitment of all group members to the negotiation
process, leads students through problem solving steps, and helps
students formalize their agreement (Johnson & Johnson, [27]).
Students in the group can practice a wealth of SEL
competencies, and the counselor is on-hand to facilitate the
learning process. At the same time, the counselor can serve as a
model and consultant to the teacher, who may want to use small
groups for cooperative learning at times when the counselor is
not present. The overall goal is to encourage teachers to
reinforce student use of SEL skills and attitudes throughout the
day as well as in and out of the classroom.
CONCLUSION
Counselors in the schools are already aware of the connection
between social and emotional learning and positive outcomes in
school and life. Individuals need social and emotional skills for
achieving academic and workplace success and becoming
informed and responsible community members (Elias, Arnold, &
Hussey, [16]). Counselors' efforts to promote social and
emotional learning (SEL) for all students, however, are often
thwarted by the view of other school personnel that SEL
intrudes on the academic mission of the school. The task group
proposed unites educational aims with SEL objectives. It
transcends the psychoeducational group approach, which tends
to focus on cognitive behavioral strategies and problem solving,
18. and the counseling group approach, which tends to focus on
affect; the task group offers an integrative approach. The
counselor facilitates completion of an educational task, and, at
the same time, facilitates social and emotional skill
development in the task completion process. This task group
model has benefits for all students and allows students to learn
social and emotional skills from each other and practice them in
vivo.
A challenging aspect of the task group model is the need for
counselors to identify and design a task through collaboration
with stakeholders. Teachers' input in this process is crucial
because of their knowledge and needed cooperation. However,
as counselors become more practiced in the task group, input by
other stakeholders (e.g., parents, community members) provides
an opportunity to strengthen school-community connections to
enhance the social and emotional development of children
beyond the school.
Once a counselor has identified a task, he or she can best
promote task completion and enhance student SEL through team
building, appropriate structure, and skill development. Students
can learn the skills of giving feedback, offering empathy,
making decisions, and solving problems along with managing
emotions and negotiating conflict—skills necessary throughout
life for working together cooperatively and collaboratively to
complete a task.
Use of the task group by counselors in the schools, however,
requires somewhat of a paradigm shift. Counselors typically
focus on a small percentage of students with difficulties or at
risk for difficulties, and offer group counseling to these
students on a pull out basis (i.e., taking students out of class)
(Clark & Breman, [ 9]). The task group is not meant to preclude
the counseling group; there will always be a need for groups
focused on topics such as divorce and grief. However, the task
group in the classroom has potential for use with all students,
rather than only a small percentage of them; for promoting the
use of the small group in learning; and, perhaps, for
19. repositioning the counselor in a role more central to the school's
educational mission.
Moving from working with a small percentage of students to
working with the broader student body will prove challenging.
However, counselors can expand their sphere of influence in
promoting SEL by training teachers in group process strategies
for use in classroom groups. Some teachers are already schooled
in cooperative learning and may need only minimal training in
group process. Other teachers may need more extensive training
to first understand the value of group work in education and
then to learn how to effectively facilitate children's group
process in the classroom. Counselors may begin this process by
first working with teachers who are already using groups and
cooperative learning. Then, by making their efforts known
throughout the school, they can engage other teachers who may
be skeptical of the importance of group work and SEL in
education.
Counseling in schools is often relegated to the status of an
ancillary service (ASCA, 2003) and SEL is sometimes viewed
as intruding on the current responsibility of schools for student
performance on testing and standards (Mildener & Keane, [36]).
Small groups in the classroom, and task groups in particular,
have great potential for enhancing the learning environment in
schools. Counselors with training in group process are in an
excellent position to promote task group work specifically, and
small group work in general, as an integral part of the school
educational mission. The goal for counselors is to enhance
student social and emotional development by weaving SEL and
small group work into the fabric of the school. The ultimate
goal is to provide students with the social and emotional skills
necessary for success during their school years and beyond.
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~~~~~~~~
By PatriciaVan Velsor
Reported by Author
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